Image credit: Savvy in Second: Stoplight Paragraphs: Helping Structure Writing
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This is worksheet to help students structure their paragraphs correctly when writing formal essays. I prepared it with CAE students preparing for writing part 1 in mind. Download the handout below:
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This is essentially the same as my CPE sheet but with the title and word limit changed. Download it here:
| Register: Informal/neutralUse: all your colourful vocabulary:
Phrasal verbs/idioms/impressive collocations. |
Forms and conventions:Title: for films/books/restaurants use the name/title or if think up an imaginative title using an idiom/expression. | ||
| Planning, 6 step system:1. Read task, underline content points.
2. Divide content points into paragraphs: Intro, décor, ambiance, service, food, recommendation. 3. WHAT do you want to say? Add your notes to each paragraph in simple form. 4. HOW are you going to say that? Brainstorm advanced grammar and vocabulary for each note. 5. Forms and conventions: Title paragraph titles, fixed introduction. 6. Write! Remember word limit is: 220-260 |
Introduction:Personal anecdote to grab attention. Introduce name of book/film, restaurant + location, course, TV show etc.
Seldom do I find the time to…, however when I do take time out of my hectic schedule, I like nothing more than… Being a bit of a film buff/book worm/foody, the news that … had opened a new restaurant/released a new film/book had me itching to try/see/read it. So last week I popped down with a friend to check it out. Having never seen/read/tried… before I approached … with a sense of trepidation, not knowing what to expect. Soon however, all my fears were allayed. |
||
| Book reviews:Vocab to describe the book in general:
a page-turner / a white-knuckle ride / a tearjerker / a laugh a minute / I couldn’t put it down. Vocab to describe specific parts: a slow start / a gentle introduction /gripping climax / nail-biting conclusion / cliff-hanger ending/ a shocking twist in the tail Setting: The book is set in _______(place/time) The action takes place in ______ (place/time) the present day (now) an alternate reality where vampires / wizards walk the earth a sleepy village in the USA the bustling city of New York Plot: The plot centres around / focuses on (the adventures / lives of _________) The plot follows the adventures of _________(character name) Characters: Villain / hero / heroine / anti-hero / main character / protagonist The characters are believable / well-crafted / a bit 2 dimensional. |
Film/TV reviews:General:
An all-star cast heavily influenced by the films of.. glowing reviews startling originality suspense builds up a polished performance a bold experiment an accomplished actor an unmitigated disaster (bad film) a dazzling display of his/her talents made a lasting impression on me. Brought a tear to my eye Like watching paint dry (boring) I was on the edge of my seat (exciting) A blockbuster (big commercial film eg Superman) … sets off an amazing chain of events Gripping film (exciting) The director/author evoked a magical atmosphere … awakened my interest in… Hold my attention Capture the audience’s imagination. Spectacular set-pieces (main action scenes) … is cast in the role of… … is miscast in the role of… …gives a(n) (un)convincing performance as… The film is let down by a clichéd script. |
||
Restaurant review:
|
Restaurants cont.Make a pig of one’s self
To feast/gorge on (eat a lot of) To eat/drink to your heart’s content Devour/gobble up Savour Nibble Bite Lick Aromas wafting from the kitchen Cheap – economical/reasonably-priced Expensive – pricey/costs an arm and a leg €20 a head (per person) |
||
| Killer Lines:Were I to sum up … in one word, it would be…
… left a lot to be desired (wasn’t good enough) …more than lives up to the hype (is as good as everyone says it is) … is by far and away the best … you’re likely to … this year … really raises the bar (sets a higher standard) … sets the benchmark for other (others will be judges against how good it is) … ticks all the right boxes … holds up well in comparison with … …comes off badly in comparison with … |
Grammar check listHave you included?
· An inversion (not only/no sooner/seldom) · An inverted conditional (Were we to…) · A participle clause (Being…/Having gone…) · A double comparative (The more we… the more) · A cleft sentence (What is most crucial is…) · Idioms · Phrasal verbs |
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Photo Credit: http://ozgekaraoglu.edublogs.org/2015/04/01/how-to-get-a-good-essay-written-by-writers/
Just a quick note…
Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. We have released 5 episodes so far and you can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉
https://www.facebook.com/2tspodcast/
This is a lesson plan to help students approach and complete the new formal essay task in the CAE writing paper.
You will need the handout and teacher’s key:
Task Type
The new CAE writing part 1 is a formal essay based on a talk/lecture that the student has recently attended. There are always 3 bullet points that the lecture discussed, of which the candidate must only address two. There are also some quotes from other attendees/surveyed people that can be used. The final part of the task will include a question that the essay MUST answer.
Credit: Spotlight on Advanced – Cengage Learning and National Geographic.
Planning
Make enough copies of the 2nd page of the hand out for one between two. Cut the hand out up, give the slips of paper with the different planning steps to the students and have them put them in order. My suggested order is as follows:
Have students complete step 1 in pairs:
Have students complete step 2 as a CAE speaking part 3 task. Draw a spider diagram on the board. In the middle write: What influences where/how people shop? On the 3 spokes write the three bullet points: Convenience, cost and enjoyment. Briefly recap some language for speaking tasks and have students discuss the topic for 3 minutes.
Hold a plenary session and board all the students ideas in note form. Then put them in pairs to complete the next step: Brainstorming impressive grammar structures to use.
When shopping online not only do you avoid paying parking fees, but also crowds of people.
Having shopped both online and in stores, I would say that….
Linkers activity
Give out 1 copy of the third page of the handout to each student and have them complete it in pairs.
Pimp my paragraph
Either hand out the paragraph upgrade sheet out or project it on to the board. Students must upgrade the language in the paragraph to make it more impressive and more formal.
Introduction Phrases:
I got these great phrases from another handout I found on the internet:
More and more families are choosing to have only one child.
The trend nowadays is towards having smaller families.
Over the past ten years or so the media have frequently carried reports of ……………
Recent research indicates that the number of teenagers who smoke is increasing.
Hardly a week goes by without another report of …………….. appearing in the media.
This raises the issue of whether ……………..
Although most people would generally agree that …………… few would deny that …………….
I hope you find these activities useful in developing your students’ writing abilities, I appreciate any feedback or constructive criticism in the comments section.
A quick post of different ways to say “for example” that I found at https://www.englishforums.com/English/AnotherWayToSayForExample/znhzk/post.htm
“For instance…”
“This can be seen when…”
“… is one example of …”
“…as illustrated by…”
“…as seen in …”
“…which is made apparent when…”
these include…
for instance…
particularly…
especially…
this is illustrated…
note well….
for instance
As an example
such as
e.g.(meaning “exempli gratia”)
“by way of illustration”,
“in particular”,
“as a case in point”,
“namely”,
“an example being…”
This is a handout with as much language and advice possible for approaching the CPE writing part 2 review tasks. I made it for my December candidates, fingers crossed they actually read it! I only had time to add language for film, book and restaurant reviews, in return for using my lesson plan please be so kind as to answer me the following question:
What other types or review have you come across in CPE exams? Let me know and I’ll endeavour to add language for them to this phrase list.
You can download the handout here: CPE Review (formatting looks better in word than on wordpress!)
| Register: Informal/neutral
Use: all your colourful vocabulary: Phrasal verbs/idioms/impressive collocations. |
Forms and conventions:
Title: for films/books/restaurants use the name/title or if think up an imaginative title using an idiom/expression. |
||
| Planning, 6 step system:
1. Read task, underline content points. 2. Divide content points into paragraphs: Intro, décor, ambiance, service, food, recommendation. 3. WHAT do you want to say? Add your notes to each paragraph in simple form. 4. HOW are you going to say that? Brainstorm advanced grammar and vocabulary for each note. 5. Forms and conventions: Title paragraph titles, fixed introduction. 6. Write! Remember word limit is: 280-320 |
Introduction:
Personal anecdote to grab attention. Introduce name of book/film, restaurant + location, course, TV show etc. Seldom do I find the time to…, however when I do take time out of my hectic schedule, I like nothing more than… Being a bit of a film buff/book worm/foody, the news that … had opened a new restaurant/released a new film/book had me itching to try/see/read it. So last week I popped down with a friend to check it out. Having never seen/read/tried… before I approached … with a sense of trepidation, not knowing what to expect. Soon however, all my fears were allayed. |
||
| Book reviews:
Vocab to describe the book in general: a page-turner / a white-knuckle ride / a tearjerker / a laugh a minute / I couldn’t put it down. Vocab to describe specific parts: a slow start / a gentle introduction /gripping climax / nail-biting conclusion / cliff-hanger ending/ a shocking twist in the tail Setting: The book is set in _______(place/time) The action takes place in ______ (place/time) the present day (now) an alternate reality where vampires / wizards walk the earth a sleepy village in the USA the bustling city of New York Plot: The plot centres around / focuses on (the adventures / lives of _________) The plot follows the adventures of _________(character name) Characters: Villain / hero / heroine / anti-hero / main character / protagonist The characters are believable / well-crafted / a bit 2 dimensional. |
Film/TV reviews:
General: An all-star cast heavily influenced by the films of.. glowing reviews startling originality suspense builds up a polished performance a bold experiment an accomplished actor an unmitigated disaster (bad film) a dazzling display of his/her talents made a lasting impression on me. Brought a tear to my eye Like watching paint dry (boring) I was on the edge of my seat (exciting) A blockbuster (big commercial film eg Superman) … sets off an amazing chain of events Gripping film (exciting) The director/author evoked a magical atmosphere … awakened my interest in… Hold my attention Capture the audience’s imagination. Spectacular set-pieces (main action scenes) … is cast in the role of… … is miscast in the role of… …gives a(n) (un)convincing performance as… The film is let down by a clichéd script. |
||
Restaurant review:
|
Restaurants cont.
Make a pig of one’s self To feast/gorge on (eat a lot of) To eat/drink to your heart’s content Devour/gobble up Savour Nibble Bite Lick Aromas wafting from the kitchen Cheap – economical/reasonably-priced Expensive – pricey/costs an arm and a leg €20 a head (per person) |
||
| Killer Lines:
Were I to sum up … in one word, it would be… … left a lot to be desired (wasn’t good enough) …more than lives up to the hype (is as good as everyone says it is) … is by far and away the best … you’re likely to … this year … really raises the bar (sets a higher standard) … sets the benchmark for other (others will be judges against how good it is) … ticks all the right boxes … holds up well in comparison with … …comes off badly in comparison with … |
Grammar check list
Have you included? · An inversion (not only/no sooner/seldom) · An inverted conditional (Were we to…) · A participle clause (Being…/Having gone…) · A double comparative (The more we… the more) · A cleft sentence (What is most crucial is…) · Idioms · Phrasal verbs |
This is a handout with as much language and advice possible for approaching the CPE writing part 2 report tasks. I made it for my December candidates, fingers crossed they actually read it!
You can download the handout here: CPE Report
| Register:
Formal, impersonal, cold and factual. DO NOT USE: · Contractions · Colourful language (gorgeous/stunning/awesome etc.) · Informal phrasal verbs (meet up/break down/check out etc.) · “I/we think….” (too personal) |
Forms and Conventions:
Title: Report into ……. Paragraph Titles: Introduction, Strengths, Weaknesses, Conclusion. (for example)
Fixed introduction: The aim of this report is to evaluate/put forward ideas for/examine etc. |
| Planning, 6 step system:
1. Read task, underline content points. 2. Decide paragraph titles. Are they obvious from the task? Or do you have to be creative. Maximum of 5 paragraphs. 3. WHAT do you want to say? Add your notes to each paragraph in simple form. 4. HOW are you going to say that? Brainstorm advanced grammar and vocabulary for each note. 5. Forms and conventions: Title paragraph titles, fixed introduction. 6. Write! Remember word limit is: 280-320 |
Introduction:
The purpose/aim of this report is to…. This report sets out to… The report will comment on… Below is an explanation of… The focus of this report is… This report will offer an in depth critique of… Fake survey/questionnaire: It can be a good idea to base the report on a survey/questionnaire. This report will present the findings of/This report is based on the findings/results of an extensive survey carried out by… Ending Introduction: It will go on to give recommendations regarding… |
| Expressing general opinions/info:
….is considered/thought/said to be… …is highly regarded in (place)…(good reputation) There is widespread agreement that… Opinions are divided regarding… It is common knowledge that… Recent research indicates that… Interviewees who had first-hand knowledge of the situation stated… There is considerable disagreement regarding… |
Comparing and Contrasting
There is a world of difference between… and… … and… are fundamentally similar … and… bear little resemblance to each other There is a clear distinction between… and… …compares favourably with… … and… are polar opposites There is a yawning gap between… and… There is a subtle difference between… and… There is a growing disparity between rich and poor. … is strikingly different to… |
| Advantages/disadvantages:
…’s advantages clearly outweigh its disadvantages. advantages benefits/pros/strengths disadvantages downsides/weaknesses/drawbacks |
Giving Recommendations:
-In light of the above, we believe the following measures should be adopted… -In the short/long term, we suggest you should consider… -My recommendations are as follows:… -In my view, in future, we should… -To improve the situation, we recommend… -It is recommended that… |
| Concluding:
-To sum up,…To conclude,… -I hope that the plan outlined/presented in this report meets with your approval… -I hope that the recommendations outlined/ presented in this report will receive your serious consideration. Should the recommendations outlined in this report be carried out, I have no doubt that …. Will be a resounding success.
|
Grammar check list
Have you included? · An inversion (not only/no sooner/seldom) · An inverted conditional (Were we to…) · A participle clause (Being…/Having gone…) · A double comparative (The more we… the more) · A cleft sentence (What is most crucial is…) · Linkers (Nevertheless/despite/due to/consequently) · Impressive verbs (bring about change/undergo development) |
This is a lesson plan to based around a 6 point plan for CAE/CPE writing tasks. It is designed to help students plan their compositions better and complete the tasks fully. The example is a CPE task but the system is applicable to FCE and CAE as well.
You will need the prezi, and the handout.
The prezi will walk students through the 6 step system. Included in the prezi are several scanned documents of each planning stage. Below I have included my example review and the various scanned documents in case you want to print them or project them individually.
My BBC review – This is the example from the end of the prezi, you may want to print it and give it out to students to evaluate in pairs.
cpe writing tasks part 2 – These are the writing tasks
Writing tasks, content underlined – These are the writing tasks with the content points underlined: Step 1
writing plan paragraphs – This is the planning page with paragraph titles: Step 2
writing plan stage 3 – This is the planning page with ideas: Step 3
writing plan after HOW – This is the planning stage with grammar and vocab: Step 4
Just a quick note…
Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉
https://www.facebook.com/2tspodcast/
CPE Writing Part 1: Essay
This is a lesson plan to help prepare students for part 1 of the CPE writing exam, in which students are required to write a formal essay which summarises and evaluates two other texts.
Here is my step-by-step guide to approaching the task:
Download the class handout here:
Step 1 – Text analysis
Step 2 – Paraphrasing and summarising
Step 3 – Evaluate and react
Summarise, evaluate, react.
Present the topic of discussion and ask questions the essay will answer.
Hardly a week goes by without another report of …………….. appearing in the media.
Over the past ten years or so the media have frequently carried reports of ……………
The trend nowadays is towards (gerund)
How has the public’s opinion on this issue shifted over the last few years?
Although most people would generally agree that …………… few would deny that …………….
This raises the issue of whether or not……………..
This issue strikes a chord with the vast majority of the general public.
What impact, if any, have these shifts/changes/developments had on the general public’s psyche?
How are we to gauge the effect of such shifts/changes/developments?
Finish your introduction with the following sentence:
Both (1) extracts (2) discuss the nature of these (3) notions, but from different (4) viewpoints.
synonyms for text – extract passage
discuss/evaluate/explore
notions/concepts/ideas
viewpoints/perspectives/points of view
The first (1)text (2)argues that………
(1)extract/passage
(2)suggests/puts forward the idea that/asserts
Try and sum up the first point neatly with an inversion:
Seldom does the airplane make the top 5, let alone the top spot when the lists of the so-called most influential inventions are drawn up.
| Not since…. Only when….. Not until…. | Not only…. But also, No sooner… than |
| Seldom/rarely…….. | Barely/scarcely/hardly……… when |
| Option 1 | |
Option 2
|
Stating your opinion
As I see it,
It seems to me that ………… I would also say that ….
I am convinced that ……………
I am inclined to believe that ………………
There is no doubt in my mind that ………………
One of the drawbacks of ……. is ……….
However, one of the benefits is that …………
–I would like to stress that the research is still at an early stage.
–It should be noted that there are a number of alternative methods available.
–It is worth bearing in mind that 90% of the scientists researching herbicides in the US are employed by chemical companies.
-lead to: The research could lead to a cure for many serious illnesses.
-result in: The fire resulted in damage to their property.
-be responsible for: He was responsible for the accident.
-bring about: The war brought about enormous social change.
-give rise to: Poor performance in exams can give rise to depression and even thoughts of suicide.
-trigger: to make something suddenly start to happen, especially a bad situation such as a crisis or a war, or a medical condition: Certain foods can trigger allergies.
-contribute to: Passive smoking could contribute to the development of respiratory diseases among nonsmokers.
-factor: Cost is often the deciding factor when choosing any product.
One factor which has led to ………… is …………..
One of the factors which has brought this about is ………
The problem often stems from ………………..
The situation has been exacerbated by …………….
………….. has only made the situation worse.
One consequence of ……………. is …………….
All in all it seems to me that ………..
The obvious conclusion to be drawn is that …………………..
All things considered, ………….
On balance, I tend to believe that …………
The world would surely be a better place to live in if …………..
If people stopped ….ing, we would have/ we could look forward to a ……………
The prospects for the future will be bleak/grim unless ……………….
Check out this great list of phrases for all types of proficiency writings:
I’ve condensed them into this handy handout:
Just a quick note…
Before you use these materials… We’ve created a new podcast aimed at B2+ level English students and teachers alike. You can listen for free at our SoundCloud page below. You can download teacher’s notes to accompany them from our Facebook page or from this blog. All comments and feedback welcome! Give us a like and a share 😉
https://www.facebook.com/2tspodcast/
CAE Proposal
This is a lesson plan designed to introduce students to the proposal writing task featured in the CAE writing paper. Below are links to the prezi, the handout, the task and a model answer.
Proposal Task – referred to in the prezi as page 189